stage 4 homework & assessment policy course … · 2018 year 7 assessment booklet 4 year 7...

-

STAGE 4

Homework & Assessment Policy Course Assessment Schedules

YEAR 7

2018

2018 Year 7 Assessment Booklet 2

CONTENTS

Homework Policy 3

Assessment Policy 4

Assessment Overview 4

Sickness & Misadventure 4

Appeals Surrounding Assessment Procedure 5

Academic Integrity 6

Course Requirements 7

Disability Provisions 8

Accelerants 8

NESA 8

NESA Keywords 9

Appendix A – Sample Illness / Misadventure Form 10

Appendix A – Illness / Misadventure Form 11

Appendix B – Overseas or Interstate Travel Variation Form 12

Assessment Schedule Summary 13

Assessment Grids 14

English 15

Geography 16

History 17

Languages - Chinese – French – Italian - Japanese 18

Learning Unit 22

Literacy for Life 23

Mathematics 24

Music 26

Personal Development, Health, Physical Education 27

Science 28

Technology Mandatory 30


YEAR 7 & 8 HOMEWORK POLICY Homework bridges the gap between learning at school and learning at home. It reinforces work done in class. It helps develop skills such as planning, research and time management. It allows for practising, extending and consolidating work done in class.

Homework gives parents / caregivers the opportunity to see the progress of their child. Homework provides challenges and stimulus to gifted and talented children.

Additionally, homework establishes habits of study, concentration and self-discipline. Ideally homework should be appropriate for each student’s stage of development and ability.

Types of Homework:

Homework should fall into one of the three types below:

1. Practice Exercises Practice exercises help students to remember and practice newly acquired skills. These activities may include:

Consolidation exercises e.g. maths, including memorising tables

Practicing for mastery e.g. spelling words Revising information about a current topic Practising words or phrases learnt in a language other

than English Reading for pleasure Essay writing It is expected that students will have some form of homework on a regular basis and that this homework forms part of regular routine.

2. Preparatory Homework

Preparatory homework requires students to source and read background information to prepare them for future lessons on a specific subject. These activities may include:

Background reading Reading e.g. English text for class discussion Researching topics for a class unit of work Collecting items e.g. geometric shapes

3. Extension Assignments

Extension assignments encourage students to pursue knowledge individually and imaginatively. Assignments may include:

Writing e.g. a book review Making or designing something e.g. an art work Investigations e.g. science, social science Researching e.g. history, local news Information and retrieval skills e.g. using a home

computer to find material on the Internet Monitoring e.g. advertising in particular newspapers

DOE Homework Policy, November 2005

Time for Homework

Over the course of a semester, students in the junior school will study up to eleven subjects. Students are allocated regular homework for each subject studied. The time spent studying each subject will vary. The type of homework set will fall into one of the three types of homework indicated above.

Students in stage 4, Years 7 & 8, should spend between one and one and a half hours per day completing homework tasks and assignments.

All students should have a diary where homework and assignments are to be recorded. The diary can be used as a means of communication between teachers and parent / caregivers.

It is important that students include other activities into their home time. These activities should include physical as well as creative activities such as sports, reading for pleasure or learning an instrument.

Parents’ role in their child’s homework

Parents play an important role in supporting students with

their homework. This may include:

Encouraging their children to discipline themselves to sitting down for study each night, extending the time as their child progresses through High School

Providing a study place which can be used regularly, provides ample space, is quiet, well lit, is comfortably ventilated and temperature controlled.

Taking an active interest in their child’s study. This does not necessarily mean helping them ‘do’ the study but rather talking to them about what they are doing, encouraging them when they become discouraged and directing them to seek help from their teacher when they are struggling

Ensuring that their children have a healthy balance

between work and recreation Helping their children to become well organised in

their approach to study so that they gain the optimum benefit from any study period.

Encouraging their children to plan their homework tasks. As students’ progress through the school a study timetable is essential if they are to give every subject due attention.

Ensuring that their children have breaks every one and

a half hours or so in long study sessions. Ensuring that their children have a long-term planner

to help them systematically work through major assignments.

Ensuring that their children have reference books /

resources such as a dictionary and thesaurus.


YEAR 7 & 8 ASSESSMENT POLICY

The Purpose of Your School Assessment?

There are some aspects of your study which cannot be adequately assessed through examinations, such as practical work in Science and oral work in English. Your school assessments are designed to measure these achievements as well as your achievements in examinations. Your school assessments will measure your actual performance in the whole course.

Satisfactory Completion of a Course

“Satisfactory completion” means that, in the Principal’s

view, there is sufficient evidence that you have:

followed the course developed or endorsed by the

NSW Education Standards Authority (NESA), formerly

the Board of Studies; applied yourself with diligence and sustained effort to

the set tasks and experiences provided in the course by

the school; achieved some or all of the course outcomes; attended school sufficiently regularly so that course

completion requirements can be met. As a general rule, an attendance rate of at least 85% would be expected.

School Assessment Tasks

School-based assessment tasks are linked to standards because the tasks focus on outcomes. They are valid instruments for what they are designed to assess, and where appropriate, the marking guidelines are related to the wording of the outcomes and the performance standards.

Each task enables teachers to collect information about the students’ achievement in relation to one or several outcomes, to award marks in accordance with marking guidelines, and to provide constructive feedback to students on their performances highlighting their strengths and where they could make improvements. The marks awarded for each task should be commensurate with the quality of the response. Work that shows more complex development and higher order achievement should receive more marks than work that demonstrates a more basic level of achievement.

Reports will be available on a regular basis. Each report will

indicate your performance in each course at that time.

Course Assessment Schedule

It is a Student’s responsibility to check with the relevant Head Teacher if any areas of the course schedule need clarification, or if he/she does not have a course assessment schedule for a subject which they are studying.

The course assessment schedule is mandatory and is not negotiable. It contains information about the set tasks in each component of your course. The course assessment schedule also informs you of approximately when the various assessment tasks will take place, and tells you the weighting of each task.

The date of each assessment task will be provided by the classroom teacher, in writing, at least two weeks prior to the task.

SICKNESS AND MISADVENTURE

Student attendance before an assessment task

Students will be signed in for the whole school day and attend all timetabled lessons or scheduled school activities (excursions) on the day of an assessment task and the school day prior to an assessment task.

Student is absent from an assessment

task due to sickness

If a student is sick and cannot attend on the day of the task or date a task is due, the student is to:

notify the school by phone on 9745 3777 on the day of

the task or as soon as possible following this date; complete an illness/misadventure form (Appendix A),

with an attached doctor’s certificate and/or parent note, and present it to the Head Teacher on the first day of return to school.

The Head Teacher may award an extension of time or a mark may be awarded based on a substitute task or on other available information.

Student is absent due to a misadventure

Misadventure refers to an event beyond the student’s control which allegedly prevented the student from attending the assessment task or school the date a task was due.

Following failure to complete an assessment task at the due time, the student is to:

notify the school by phone on 9745 3777 on the day of

the task or as soon as possible following this date; submit an illness / misadventure form (Appendix A),

with appropriate supporting documentation, to the head teacher on the first day of return to school to negotiate alternative arrangements.

An extension of time may be provided or a mark may be awarded based on a substitute task. Where there is no valid reason for not completing an assessment task, a zero mark will be recorded for that task.


Students who complete the assessment

task and suffer illness/misadventure

Students may lodge an illness / misadventure appeal in writing if they believe that circumstances immediately prior or during the assessment task, which were beyond their control, significantly diminished their assessment performance.

In such cases, students need to complete the Illness/ Misadventure appeal form (Appendix A) and provide documentary evidence such as doctor’s certificate, clearly detailing and supporting the illness or misadventure. The provision of such documents does not dictate the outcome of the appeal.

Students should submit this appeal to the Head Teacher as soon as possible after the assessment task.

Hand-In tasks

Hand-in tasks should be submitted to the teacher / faculty as specified on the notification of the assessment task.

In the event of illness, the task is to be submitted by 8:55am to the office staff, who will issue a receipt for the collection of the task and hand it to the relevant Head Teacher.

A student can seek from the Head Teacher an extension of time to submit the task. An illness / misadventure appeal form (Appendix A) must be submitted to the Head Teacher with appropriate supporting documentation before the extension can be considered.

If an assessment task is submitted late, and there is no successful illness / misadventure appeal, students will receive a zero for that task. Students should still submit the task to gain necessary feedback.

Technology and assessment tasks

Technology and / or computer equipment failure may not be valid grounds for misadventure involving the late submission of assessment tasks.

To assist students in the utilisation of technology, the following guidelines should be considered:

Always complete work before the deadline. This enables appropriate measures to be taken in the event of equipment failure.

Back-up files regularly. Print out copies of drafts and keep them while the

assignment is in progress. Bring a copy of the file to school by either email or

USB. Use Google Classroom or Edmodo to manage and

submit assessment tasks online.

APPEALS SURROUNDING THE ASSESSMENT PROCEDURE

Grounds for an appeal

The appeal concerning assessment procedures may only be based on the assessment process and not on individual student related issues such as illness or misadventure.

While a teacher may choose to review the mark allocated for a task or part of a task, the professional judgment of a teacher is not grounds for an appeal.

Appeals Process

When a student feels that a decision applied to his/her work is not consistent with the school’s assessment policy and procedures he/she may appeal. The first appeal MUST be to the head teacher.

Where a student feels that the appeal to the head teacher has not been heard appropriately, he/she may appeal to the Principal / Deputy Principal to determine if:

the weightings specified by the school in its assessment program were followed and conform with the Board’s

requirements as detailed in the syllabus; the procedures used to determine the final assessment

marks conform with the issued assessment program;

and, there are no computational or other clerical errors in

the determination of the assessment mark.


ACADEMIC INTEGRITY The NESA has strict requirements concerning the integrity of ownership of work submitted. These are mirrored by the school’s expectations. All work presented in assessment tasks and examinations (including submitted works and practical examinations), must be your own.

Defining Malpractice

Malpractice is any activity undertaken by a student that allows him/her to gain an unfair advantage over others or places other students at a disadvantage. It includes, but is not limited to:

copying someone else’s work in part or in whole, and

presenting it as one’s own using material directly from books, journals, CDs or the

Internet without reference to the source building on the ideas of another person without

reference to the source buying, stealing or borrowing another person’s work

and presenting it as one’s own submitting work to which another person, such as a

parent, coach or subject expert has contributed substantially

using words, ideas, designs or the workmanship of

others in practical and performance tasks without appropriate acknowledgement

paying someone to write or prepare material breaching school examination rules using non-approved aids during an assessment task not making a genuine effort with an assessment task contriving false explanations to explain work not

handed in by the due date assisting another student to engage in malpractice. Students are advised that they should acknowledge

input from another student or teacher or tutor within their bibliography and that copies of previous tasks by other students are kept as records for future years.

Strategies to ensure the authenticity of student responses to tasks.

Concord High School implements programs to help students to follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their studies.

Strategies that teachers can use:

thoroughly briefing all students in relation to the requirements of each task

allocating class time to the planning of a response to a

task requiring that students maintain a process diary or

journal to show how their response or project or work was developed

asking students to submit a task at critical points in its

development

having students submit their original drafts in addition to their final work

incorporating student oral presentations on the

progress of their work communicating clearly to students the extent of

teacher, or other expert or outside, involvement permitted in the development of the work.

Misconduct in formal examinations and other assessment tasks

Misconduct during any task or formal examination may be regarded as malpractice. Zero marks may be awarded to students who are involved in misconduct during an examination or other assessment task. Misconduct refers to any form of behaviour or activity that may fall under the definition of malpractice, is not consistent with school rules or causes disruption to assessment procedures.

All class tasks including formal examinations must be attempted seriously. Non-serious attempts or offensive language in answers will be referred to the Head Teacher and/or the Principal / Deputy Principal and may be awarded a zero for that task.

Managing Issues of Malpractice

Issues of malpractice need to be investigated by the Head Teacher and in more serious cases reported to the Principal / Deputy Principal.

Where the malpractice is serious and where a penalty or zero mark is to be awarded, the student will be advised of the issue and the school’s intention to manage a course of action. The student will be given an opportunity to appeal the outcome of this decision.

Students are made aware that sharing / showing their hand-in task to other students prior to it being submitted may lead to issues construed as malpractice and lead to a zero mark for that task. Students are encouraged not to share the substance of a hand-in task with other students. Likewise, students who may receive a substitute task through an appeal outcome are not to make any effort to gain knowledge, wording or content of the original task.


COURSE REQUIREMENTS

Satisfactorily completing the course

A student will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that the student has:

followed the course developed or endorsed by the NESA;

applied himself/herself with diligence and sustained effort to the set tasks and experiences provided the course by the school; and,

achieved some or all of the course outcomes.

Assessment of Outcomes

Twice a year, students are provided with a report which allocates an overall grade for each course, outlining student achievement levels. The school uses common grading language across all courses. A student working at a ‘sound’ level will achieve a ‘C’. Grade A

A student achieving at ‘OUTSTANDING’ level can consistently:

Show highly detailed knowledge and apply it accurately and appropriately to various new situations and tasks.

Demonstrate excellent skills. Apply critical thinking to a range of new and challenging

situations.

Grade B

A student achieving at ‘HIGH’ level can usually:

Show detailed knowledge and apply it accurately to various new situations and tasks.

Demonstrate high level skills. Apply critical thinking to a range of situations. Grade C

A student achieving at ‘SOUND’ level can:

Show general knowledge to complete work in some detail with examples.

Demonstrate skills with a degree of competency. Apply key terms appropriately in written and verbal

responses. Grade D

A student achieving at ‘BASIC’ level can:

Show basic knowledge to complete work with some assistance.

Demonstrate basic skills. Recall and use basic terminology.

Grade E A student achieving at ‘LIMITED’ level can: Show limited knowledge to complete work with regular

assistance. Demonstrate limited skills.

Recall some information with guidance. Grade N

A student will receive an ‘N’ grade when they:

Have not completed any work to demonstrate sufficient knowledge and skills.

When an ‘N’ grade is given, a student is still required to complete the work to demonstrate achievement of outcomes. e.g. complete and submit for assessment purposes.

Student Attendance

It could be determined by the Principal that prolonged or frequent absence has prohibited a student from meeting these requirements. Students who are concerned about their attendance with respect to meeting course requirements should discuss this with the Deputy Principal / Principal.

For all absences greater than three days, students are to complete an Exemption from school form. These forms are available from the side office.

Absences for overseas or interstate travel are strongly discouraged and can impact on the students ability to satisfactorily complete course requirements. Fee-paying international students may also jeopardise their visas and right to remain in Australia.

Different subjects have different prerequisites, eg. practical subjects require a set number of hours of practical work. Overseas or interstate travel may have a negative impact on this.

If considering overseas or interstate travel, students are to:

Explain to their family the impact the travel will have; complete the Exemption from school form and

attached a copy of the airline ticket; Appendix B Overseas or interstate trips for each subject

studied. This form is to be signed by the head teacher of each subject, parent and year advisor.

Both forms are to then be submitted to the Principal

for approval at least three weeks in advance.

Failure to complete or submit assessment

tasks

If a student does not have a valid reason for failing to complete or submit an assessment task a zero mark may be recorded for that task. The student and his/her parents will be advised, in writing, of this.

Non-serious attempts

Students must make a genuine attempt to complete course requirements. These requirements include students applying themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school, regardless of whether or not these tasks contribute to the final assessment mark. It is a matter for the teacher’s professional judgement to determine whether a student has made a genuine attempt to complete these requirements.


Communicating course requirement

concerns Students should receive meaningful feedback in all aspects of their coursework. This may be in the form of marks, grades and/or oral and written comments. Comments may be informed by the performance band descriptions though they should not be reported or graded against these bands.

Disability Provisions for Examinations Disability provisions may be provided if a student has a special need which would, in a normal examination situation, prevent him or her from:

reading and interpreting the examination questions and/or

communicating his/her responses.

Principals have the authority to decide on and to implement special provisions for school-based assessments including tests. ACE Manual 13.1

Regardless of the nature of the special need, the provisions granted will be solely determined by the implications of that need on the student’s functioning in an examination situation. ACE Manual 13.2

Disability Provisions at Concord High School Concord High School will support students seeking disability provisions. Where it is appropriate and suitable these provisions will be offered to the students to complete their internal assessment component.

If a student experiences a one-off incident which affects his/her examination performance and requires Disability Provisions eg a physical injury, the Principal may elect to grant Disability Provisions for an individual task. These provisions will be issued using the NESA general guidelines.

Concord High School will endeavour to provide students with access to Disability Provisions to ensure a fair process for all students. The implementation of Disability Provisions is however restricted by the resources available and remains the decision of the school.

Student responsibilities Students must make an appointment with the Learning and Support Teacher (LAST) or School Counsellor to formalise an application for disability examination provisions. Application forms are available from the LAST, School Counsellor or Deputy Principal.

Students who have been awarded disability provisions are to check the arrangements for these provisions for the upcoming task with their class teacher.

Accelerants In exceptional circumstances, students may accelerate into NESA developed courses in advance of their usual cohort or in less than the NESA’s stated indicative times. Decisions about the acceleration of students will be made by the Principal in accordance with the principles contained in the

NESA’s Guidelines for Accelerated Progression (revised

2000). Accelerants should complete all assessment tasks that are undertaken by students completing requirements in the normal time frame. However, there may need to be flexibility in the order and timing of assessment tasks.

Assessment tasks for accelerants, where possible, should be either delivered at the same time or in a manner that prevents students being able to communicate the task to each other or put one group at a significant advantage over the other.

STUDENTS TRANSFERRING TO THE SCHOOL For students who commence study at Concord High School between the commencement of the assessment period and the final date for assessment marks, the Principal may request information from the previous school. However, this information will only be used as a guide and will not form part of the assessment mark. Performance in assessment tasks following arrival at the school and teacher professional judgement will be used to determine the final mark for the course.

NSW Education Standards Authority (NESA)

sets the core curriculum by developing syllabuses for Kindergarten to Year 12 and provides support materials for teachers and parents;

manages the NSW Higher School Certificate

Examinations (Year 12) each year; assesses student achievement and awards high quality

credentials to meet the needs of the full range of students;

promotes the provision of quality education by developing, communicating and implementing educational policies and practices;

provides advice on grading and assessment policy and

procedures; promotes the provision of quality education through

the registration and accreditation of non-government schools, certifying that they may teach students and enter students for the examinations; and

effectively manages its resources so that educational

objectives are met.

Syllabus Requirements: Students may access the NESA Webpage: http://www.educationstandards.nsw.edu.au/

All updates to syllabus requirements will be located on this webpage. It is updated daily and has all the relevant dates for things like; advice line, HSC timetables, dates for the release of marks and appeals and copies of past papers so students can access them for home study and extra practice.

The NESA: Official Notices section houses all new information and changes to any of the syllabus requirements. Students and parents have access to this information. Teachers will keep abreast of changes, but students are also encouraged to check the website for their own information.

http://www.boardofstudies.nsw.edu.au/


NESA – Some Key Words

NESA has published a glossary of words that will make the demands of questions explicit.

Students will be expected to have a clear understanding of what they are required to do in each question in an assessment task or examination.

The following glossary provides the meaning of these words as they generally apply across subject areas.

Word Definition Word Definition

Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Distinguish Recognise or note/indicate or distinct or different from; to note differences between

Analyse Identify components and the relationship between them; draw out and relate implications

Evaluate Make a judgement based on criteria; determine the value of

Apply Use, Utilise, employ in a particular situation

Examine Inquire into

Appreciate Make a judgement about the value of Explain Relate cause and effect; make the relationships between things evident; provide why and/or how

Assess Make a judgement of value, quality, outcomes, results or size

Extract Choose relevant and/or appropriate details

Calculate Ascertain/determine from given facts, figures or information

Extrapolate Infer from what is known

Clarify Make clear or plain Identify Recognise and name

Classify Arrange or include in classes/categories Interpret Draw meaning from

Compare Show how things are similar or different Investigate Plan, inquire into and draw conclusions about

Construct Make; build; put together items or arguments

Justify Support an argument or conclusion

Contrast Show how things are different or opposite Outline Sketch in general terms; indicate the main features of

Critically

analyse/evaluate

Add a degree or level of accuracy, depth, knowledge and understanding, logic, questioning, reflection and qualify to (analyse/evaluation)

Predict Suggest what may happen based on available information

Deduce Draw conclusions Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action

Define State meaning and identify essential qualities

Recall Present remembered ideas, facts or experiences

Demonstrate Show by example Recommend Provide reasons in favour

Describe Provide characteristics and features Recount Retell a series of events

Discuss Identify issues and provide points for and/or against

Summarise Express concisely the relevant details

Synthesise Putting together various elements to

make a whole


APPENDIX A

CONCORD HIGH SCHOOL

STAGE 4 ASSESSMENT TASK ILLNESS / MISADVENTURE FORM Submit this proforma to the HEAD TEACHER on the DAY YOU RETURN TO SCHOOL

Name of Candidate: William Li Today’s Date: 19/03/2018

Subject: English Course: Standard

TASK: Task 2: Case Study of a text WEIGHTING 10%_ DUE DATE:18/03/2018

Reasons for missing the task: Illness – broke wrist and had to go to hospital for treatment

(Give details which support your case to present the task at a later date or sit for a substitute task)

Medical Certificate, supporting documentation or parent letter MUST be attached to the back of this form. Attached: YES / NO

A STATEMENT from a parent/Guardian or witness may be attached if you feel it will support your application

If you were sick DURING an exam, was the teacher aware before the exam began YES / NO

Candidate Signature: Parent/Guardian Signature _

Classroom Teacher /Exam Supervisor comment:

Work Submitted 18/03/2018

Signature: Date: _18/03/2018

Head Teacher comment and decision: (indicate if this application needs to go to the School Appeals Committee: YES / NO Student to hand in assessment task – handed in 18/03/2018

Signature: Date:

APPEALS COMMITTEE: DECISION

Deputy Principal in Charge of Year 7/8: Provider Name: NSW Department of Education and Communities – Schools CRICOS Code 00588M

Principal:

A new form is required for each missed task

APPENDIX A

CONCORD HIGH SCHOOL

STAGE 4 ASSESSMENT TASK ILLNESS / MISADVENTURE FORM Submit this proforma to the HEAD TEACHER on the DAY YOU RETURN TO SCHOOL

Name of Candidate: Today’s Date:

Subject: Course:

TASK: WEIGHTING DUE DATE:

Reasons for missing the task:

(Give details which support your case to present the task at a later date or sit for a substitute task)

Medical Certificate, supporting documentation or parent letter MUST be attached to the back of this form. Attached: YES / NO

A STATEMENT from a parent/Guardian or witness may be attached if you feel it will support your application

If you were sick DURING an exam, was the teacher aware before the exam began YES / NO

Candidate Signature: Parent/Guardian Signature _

Classroom Teacher /Exam Supervisor comment:

Signature: Date:

Head Teacher comment and decision: (indicate if this application needs to go to the School Appeals Committee: YES / NO

Signature: Date:

APPEALS COMMITTEE: DECISION

Deputy Principal in Charge of Year 7/8: Principal: Provider Name: NSW Department of Education and Communities – Schools CRICOS Code 00588M

2018 Year 7 Assessment Booklet 11 A new form is required for each missed task

CONCORD HIGH SCHOOL

OVERSEAS OR INTERSTATE TRIPS

VARIATION TO STUDIES

APPENDIX B

In addition to this form, students are to complete an application for exemption from school form.

NAME: YEAR:

DESTINATION: APPROVED: YES / NO

DATE OF DEPARTURE: DATE OF RETURN:

Subject Course Work/Assessment Tasks that will be missed

HEAD TEACHER’S COMMENT: The consequences of missing the above work will be: ______________________________________

Signature of Parent/Guardian: Date:

Year Adviser’s Signature: _ Date:

Deputy/Principal’s Signature:

CRICOS Provider Name: NSW Department of Education CRICOS Code 00588M

Date:



YEAR 7 ASSESSMENT SCHEDULE SUMMARY 2018

W Term 1 2018 Term 2 2018 Term 3 2018 Term 4 2018

1

2 Learning Unit Learning Unit

3

History Chinese

Mathematics

Technology

History

Chinese

French

Japanese

Italian

English

Science

4

Chinese

Mathematics French Italian Japanese Chinese

5

Technology

French Italian

English

Geography

Science Geography

Literacy for Life

6

History

Science

Learning Unit

Literacy for Life

History

History

Learning Unit

Technology

7

Geography

Learning Unit

Chinese

Science

Chinese

English

Learning Unit

8

French

Italian

PDHPE

Mathematics

Technology

French

9

English

Music

English

Geography

History

Music

Geography

Music

Technology

Music

10 Technology

Language

Language Language

11 Language

Students should check individual Course Assessment Schedules for details and nature of tasks.

This is subject to change – students will be issued with a notification of assessment prior to assessment tasks.

Ongoing tasks, including major projects and homework are not listed in this schedule.


Assessment Grids


SUBJECT: ENGLISH

Course Outline

English in Year 7 is both challenging and enjoyable. Students respond to a variety of texts critically,

imaginatively and interpretively and compose accurate, clear and coherent texts. They use English in

personal, social and learning contexts with increasing control and understanding of the form and features

of language and structures of texts, and with increasing awareness of purpose, audience and context.

Students make connections between texts, they recognise the main ideas and points of view, and the ways

in which texts seek to position responders. They make decisions about whether content and language are

appropriate to purpose, audience and context. They can express a personal point of view, give words and

images to their imaginings and compose logical argument.

Course Outcomes

A student:

EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies

EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts

EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and

coherence EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and

arguments to respond to and compose texts

EN4-6C identifies and explains connections between and among texts EN4-7D demonstrates understanding of how texts can express aspects of their broadening world

and their relationships within it EN4-8D identifies, considers and appreciates cultural expression in texts EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning

Assessment Grid

Assessment Tasks Outcomes Weighting % Due Date

Writing Task

(This is me) - Writing

EN4-1A, EN4-3B, EN4-4B

25%

Term 1 Week 9

Response to film

A Hero’s Journey Film Review –Viewing and Representing/Listening

EN4-2A, EN4-5C, EN4-6C

25%

Term 2 Week 9

Speech

Adventure of English – Novel Study - Speaking

EN4-1A, EN4-7D,

EN4-8D

25%

Term 3 Week 7

Yearly Examination

(Visual Literacy) – Viewing and Representing/Listening

EN4-2A, EN4-5C,

EN4-6C, EN4-9E

25%

Term 4 Week 3


SUBJECT: GEOGRAPHY

Course outline

Global Geography consists of four focus areas in which students learn about the geographical processes and human interactions that shape global environments. They also learn about geographical issues and different perspectives about the issues; and develop an understanding of civics and appropriate methods of citizenship for individual and group responses to these issues. They learn about mountain environments and the people, flora and fauna that are impacted by these surroundings.

Course Outcomes

A student:

4.1 identifies and gathers geographical information

4.2 organises and interprets geographical information

4.3 uses a range of written, oral and graphic forms to communicate geographical information

4.4 uses a range of geographical tools

4.5 demonstrates a sense of place about global environments

4.6 describes the geographical processes that form and transform environments

4.7 identifies and discusses geographical issues from a range of perspectives

4.8 describes the interrelationships between people and environments

4.9 describes differences in life opportunities throughout the world

4.10 explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship

Assessment Grid


Classwork

4.1, 4.2, 4.3, 4.8, 4.9

20%

Term 2 Week 9

Term 4 Week 5

Digital Presentation

Landscapes and Landforms

GE4-1, GE4-8, GE4-7

30%

Term 1 Week 7

Term 3 Week 9

Knowledge and Skills Test Landscapes and Landforms + Interconnections

GE4-2 GE4-4 GE4-7 GE4-8

50%

Term 2 Week 5

Term 4 Week 5


SUBJECT: HISTORY

Course Outline

In Year 7 students explore the nature of history and historical sources, both archaeological and written. Students investigate ancient history from the time of the earliest human communities to the end of the ancient period. Societies investigated include Australia, China and a choice between Egypt, Greece or Rome.

Course Outcomes

A student: HT4.1 describes the nature of history and archaeology and explains their contribution to an

understanding of the past HT4.2 describes major periods of historical time and sequences events, people and societies from

the past HT4.3 describes and assesses the motives and actions of past individuals and groups in the context

of past societies HT4.4 describes and explains the causes and effects of events and developments of past societies

over time HT4.5 identifies the meaning, purpose and context of historical sources

HT4.6 uses evidence from sources to support historical narratives and explanations HT4.7 identifies and describes different contexts, perspectives and interpretations of the past HT4.8 locates, selects and organises information from sources to develop an historical enquiry HT4.9 uses a range of historical terms and concepts when communicating an understanding of the

past HT4.10 selects and uses appropriate oral, written, visual and digital forms to communicate about

the past.

Assessment Grid Assessment Tasks Outcomes Weighting % Due Date

Investigating the Ancient Past

Exam

HT4.1, HT4.2, HT4.3, HT4.4, HT4.7

40%

Term 1 Week 6

Term 3 Week 6

The Mediterranean World

Egypt or Greece or Rome

Interview

HT4.3, HT4.6,

HT4.8, HT4.9, HT4.10

40%

Term 2 Week 3

Term 4 Week 3

Ancient China

Classwork

HT4.5, HT4.6, HT 4.7, HT4.8, HT4.9, HT4.10

20%

Term 2 Week 9

Term 4 Week 6


SUBJECT: LANGUAGES OTHER THAN ENGLISH - CHINESE Course Outline

In year 7, students will undertake their mandatory 100 hours language study. Students in this course will build basic spoken and written Chinese language. They will learn how to ask and answer questions about themselves and others, and investigate some cultural aspects of China. Some topics include Family, School, Friends, Daily Routines, Sport, Food, Drinks and Shopping.

Course Outcomes

Students will:

Students will:

4.UL.1 recognise and respond to words, phrases and simple sentences in Chinese (Listening) 4.UL.2 identify and respond to features of written Chinese (Reading) 4.UL.3 use Chinese to interact in everyday activities (Speaking) 4.UL.4 develop writing skills by recognising and copying Chinese (Writing) 4.MBC.2 demonstrate knowledge and appreciation of some cultural features of China (Culture) 4.MLC.2 explores the diverse ways in which meaning is conveyed by comparing and describing

structures and features of China

Assessment Grid


Culture Assignment 1 4.MBC.2:

Culture 20% Term 1 Week 7

Mid Course examination

4.UL.1, 4.UL.2, 4.UL.3, 4.UL.4

80%

Listening 20%, Speaking 20%, Reading 20% Writing 20%

Term 2 Week 3

Term 2 Week 4



Yearly examination

4.UL.1, 4.UL.2, 4.UL.3, 4.UL.4

80%

listening 20%, Speaking 20%, Reading 20% Writing 20%

Term 4 Week 3

Term 4 Week 5

Requirements for this course Correct equipment (exercise book, pens/pencils, glue) must be brought to each lesson. All work must be handed in on time. Late work will be penalised. All work must be your own. References should be acknowledged.


SUBJECT: LANGUAGES OTHER THAN ENGLISH - FRENCH Course Outline

In year 7, students will undertake their mandatory 100 hours language study. In this course, students will learn how to ask and give simple information in French about themselves and others in a range of familiar contexts as well as learn about key cultural aspects of France and French-speaking communities.

Course Outcomes

Students will:

4.UL.1 recognise and respond to words, phrases and simple sentences in French (Listening) 4.UL.2 identify and respond to features of written texts (Reading) 4.UL.3 use French to interact in everyday activities (Speaking) 4.UL.4 apply a range of linguistic structures to express own ideas in writing (Writing) 4. MBC.2 demonstrate knowledge and appreciation of some cultural features of France (Culture) 4.MLC.2 explores the diverse ways in which meaning is conveyed by comparing and describing

structures and features of France

Assessment Grid





4.UL.1, 4.UL.2, 4.UL.3, 4.UL.4

80%


Term 2 Week 5



Yearly examination

4.UL.1, 4.UL.2, 4.UL.3, 4.UL.4

80%


Term 4 Week 3-4

Requirements for this course

Course booklet(s) supplied by teacher Correct equipment (A4 exercise book, pens/pencils, glue) must be brought to each lesson. All work must be handed in on time. Late work will be penalised. All work must be your own. References should be acknowledged.


SUBJECT: LANGUAGES OTHER THAN ENGLISH - JAPANESE

In year 7, students will undertake their mandatory 100 hours language study. In this course, students will build on the basic spoken and written Japanese language. They will learn to ask and answer questions about themselves and others, and investigate some cultural aspects of Japan. Some topics include, Telephone numbers, Where do you live? Nationality, Family, Describing appearances, Animals, Likes/dislikes, Sport, Japanese food, Asking and giving the time.

Course Outcomes

Students will:

4.UL.1 recognise and respond to words, phrases and simple sentences in Japanese (Listening) 4.UL.2 identify and respond to features of written Japanese (Reading)

4.UL.3 use Japanese to interact in everyday activities (Speaking) 4.UL.4 develop writing skills by recognising and copying Japanese (Writing) 4.MBC.2 demonstrate knowledge and appreciation of some cultural features of Japan (Culture) 4.MLC.

explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Japan

Assessment Grid Assessment Tasks Outcomes Weighting % Due Date




4.UL.1, 4.UL.2, 4.UL.3, 4.UL.4

80%


Term 2 Week 3

Term 2 Week 4

Culture assignment 2 4.MBC.2:


Yearly examination

4.UL.1, 4.UL.2, 4.UL.3, 4.UL.4

80%


Term 4 Week 3

Term 4 Week 4


Course booklet(s) supplied by teacher and kept in classroom. Correct equipment (exercise book used for homework, pens/pencils, glue) must be brought to each lesson. All work must be handed in on time. Late work will be penalised. All work must be your own. References should be acknowledged.


SUBJECT: LANGUAGES OTHER THAN ENGLISH - ITALIAN

Course Outline

In year 7, students will undertake their mandatory 100 hours language study. In this course, students will learn how to ask and give simple information in Italian about themselves and others in a range of familiar contexts as well as learn about key cultural aspects of Italy and Italian-speaking communities.

Course Outcomes

Students will:

4.UL.1 recognise and respond to words, phrases and simple sentences in Italian (Listening) 4.UL.2 identify and respond to features of written texts (Reading) 4.UL.3 use Italian to interact in everyday activities (Speaking) 4.UL.4 apply a range of linguistic structures to express own ideas in writing (Writing) 4.MBC.2 demonstrate knowledge and appreciation of some cultural features of Italy (Culture) 4.MLC.2 explores the diverse ways in which meaning is conveyed by comparing and describing

structures and features of Italy

Assessment Grid





4.UL.1, 4.UL.2, 4.UL.3, 4.UL.4

80%


Term 2 Week 5



Yearly examination

4.UL.1, 4.UL.2, 4.UL.3, 4.UL.4

80%


Term 4

Week 3-4


Course booklet(s) supplied by teacher Correct equipment (A4 exercise book, pens/pencils, glue) must be brought to each lesson. All work must be handed in on time. Late work will be penalised. All work must be your own. References should be acknowledged.


SUBJECT: LEARNING UNIT

Duration: One semester

Course Outline

This is an introductory unit aimed at supporting Year 7 students in their adjustment to Concord High School. Students develop organisational and study skills, as well as information, presentation and technological skills. All of these skills will support their learning throughout high school. They will demonstrate their knowledge and understanding of these skills through a series of theoretical and practical exercises and activities.

Course Outcomes

A student

1. develops strong organisational skills, understands academic goal setting and how to develop or maintain a positive attitude to learning and school.

2. understands and develops study and learning techniques and skills. This is approached through applying modern knowledge of how the brain learns to practical study techniques and habits.

3. examines the stages of the information process. This includes analysing the question and locating, organising and presenting information. Students also examine the steps in effective web searches and how to evaluate websites.

Assessment Grid:

Assessment Outcomes Weighting % Due Date

Complete organisation and attitude booklet

1

30%

Term 1 Week 7 Term 3 Week 7

Draw a mind map which summarises study skills and learning techniques

2

30%


Complete a research bibliography

3

30%


Diary Check

1

10%


Resources and Course Requirements

Correct equipment must be brought to each lesson. This includes the student diary.

All work must be the student’s own work and not plagiarised.


SUBJECT: LITERACY FOR LIFE

Duration: One Semester

Course Outline

The unit of work for Literacy Year 7 is based on the English Stage 4 Syllabus but with particular emphasis on the aspects of literacy and grammar contained within. Literacy is not just about reading, but focuses on the understanding and use of written information. It is vital to students throughout their school years. Just as importantly, the skills learnt in Literacy are ones that will be taken by the student out into the world of employment. This initial Semester of Literacy deals primarily with the mechanics of language. Students will be involved in online learning for this unit using the Word Flyers Program, which allows students to work to their skill level. Students receive immediate feedback on their work and teachers are aboe to monitor student progress and achievement. Students are able to access the program at home 24/7 and are encouraged to further develop their literacy skills.

Year 7 class studies ‘literacy’ is for one semester only – ie terms 1 and 2, or terms 3 and 4.

Course Outcomes

A student:

EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts

EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and

coherence

Assessment Grid


Class Test – Punctuation and Vocabulary EN4-3B

EN4-4B 100%

Term 2 Week 6/7

or Term 4 Week 5/6


SUBJECT: MATHEMATICS

Course Outline

In Year 7 students will build on their skills and knowledge developed in Stage 3 in the areas of number and algebra, statistics and probability and measurement and geometry. Work on patterns in Stage 3 will grow into algebra. All students will be expected to develop their skills in the areas of communication and reasoning of mathematical ideas. Students will require a grid book and calculator. Students will be given homework each week from textbooks and/ or through technology.

Course Outcomes

A student:

MA4-1WM communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols

MA4-2WM applies appropriate mathematical techniques to solve problems

MA4-3WM recognises and explains mathematical relationships using reasoning

MA4-4NA compares, orders and calculates with integers, applying a range of strategies to aid computation

MA4-5NA operates with fractions, decimals and percentages

MA4-6NA solves financial problems involving purchasing goods

MA4-7NA operates with ratios and rates, and explores their graphical representation

MA4-8NA generalises number properties to operate with algebraic expressions

MA4-10NA uses algebraic techniques to solve simple linear and quadratic equations

MA4-11NA creates and displays number patterns, graphs and analyses linear relationships, and performs transformations on the Cartesian plane

MA4-12MG calculates the perimeters of plane shapes and the circumferences of circles

MA4-13MG uses formulas to calculate the areas of quadrilaterals and circles, and converts between units of area

MA4-14MG uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume

MA4-15MG performs calculations of time that involve mixed units, and interprets time zones

MA4-17MG classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent triangles to find unknown side lengths and angles

MA4-18MG identifies and uses angle relationships, including those related to transversal on sets of parallel lines

MA4-19SP collects, represents and interprets single sets of data, using appropriate statistical displays

MA4-21SP represents probabilities of simple and compound events


Assessment Grid

Assessment Tasks Outcomes Due Date


MA4-1WM, 2WM, 3WM, 14MG, 18MG, 5NA, 19SP, 7NA, 15MG, 8NA

Term 2 week 8

Focus Study 1

MA4-1WM, 2WM, 3WM, 14MG, 15MG, 4NA, 5NA, 6NA, 7NA

Term 3 Week 3

Yearly examination

All

Term 4 Week 4/5

In class topic test and tasks

All

Ongoing

Resources

Students will be issued with text books and/or given access to software packages.

A scientific calculator is also needed.


SUBJECT: MUSIC

Course Outline The mandatory Music course is a 100 hour course that provides students with the opportunity to develop their capacity to manage their own learning, engage in problem-solving, work collaboratively and engage in activity that reflects the real world practice of performers, composers and audiences. While students will develop knowledge and skills in each of the individual areas of performing, composing and listening, the integration of experiences in these areas enhances the understanding and manipulation of the concepts of music in differing musical contexts. The mandatory music course also allows students to explore the use of technology in performance and composition and includes the use of sheet music printing software through tasks that allow for authentic learning. Course Outcomes A student: 4.1 performs in a range of musical styles demonstrating an understanding of musical concepts 4.2 performs music using different forms of notation and different types of technology across a broad range of musical styles 4.3 performs music demonstrating solo and/or ensemble awareness 4.4 demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and

composing 4.5 notates compositions using traditional and/or non-traditional notation 4.6 experiments with different forms of technology in the composition process 4.7 demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing,

discussing and recording musical ideas 4.8 demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of

repertoire 4.9 demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in

the music selected for study 4.10 identifies the use of technology in the music selected for study, appropriate to the musical context 4.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an art form 4.12 demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences

Assessment Grid Assessment Task Outcomes Topic / Context Due Date

Aural Skills – Listening Task

4.7, 4.8, 4.9, 4.12 What is Music: Duration & Pitch Term 1 Week 9

Performance – Keyboard 4.1, 4.2, 4.3, Instruments of the Orchestra Term 2 Week 9

Composition – Create and accompaniment & Guitar

4.4, 4.5, 4.6, 4.10 Rock Music Term 3 Week 9

Composition & Performance 4.2, 4.3, 4.5, 4.11 Australian Indigenous Music Term 3 Week 9

Resources Students need a Music Book with manuscript, lead pencil, eraser, pens

BYOD (Device)

Lead pencil & eraser

Pens

Manuscript Music Book

Portable earphones for use with keyboards & BYOD


SUBJECT: PERSONAL DEVELOPMENT, HEALTH, PHYSICAL EDUCATION

Course Outline

In PDHPE students participate in various movement activities to develop and refine their fundamental

movement skills and improve their capacity to move with skill, control and confidence.

In Year 7 students reflect on challenges and changes young people often experience at this time in their lives,

discuss how to develop and maintain respectful friendships, analyse their current lifestyle and explore the

consequences of risky behaviours, particularly in road and water environments. They develop knowledge and

skills in these various contexts that will enable them to adopt and maintain a healthy and active lifestyle.

Course Outcomes

A student:

4.1 describes the physical, social and emotional changes that occur during adolescence

4.2 identifies people and services that can provide them with help and support to manage challenging

situations

4.3 describe qualities of positive friendships and devise help seeking strategies to use in situations where

bullying and harassment is occurring

4.4 demonstrates and refines movement skills in a range of contexts and environments

4.5 uses the elements of composition to create and perform movements in various contexts

4.6 describes how eating habits could impact on their current and future health

4.7 describes the benefits of a balanced lifestyle and participation in physical activity

4.8 participates in a range of physical activities and supports the enjoyable and successful participation of

others

Assessment Grid


Changes and Challenges – class work / assessment 4.1, 4.2

50%

Term 1 Week 8

Getting along – class work / assessment 4.2,4.3 Throughout

Term 2

Fit for Life – class work / assessment 4.6, 4.9,4.10 Throughout

Term 3

Me and My World – class work / topic test

4.1

Throughout Term 3 &

Term 4 Weeks 1-3

Movement skills and applications

(in PE lessons)

4.4, 4.5

50%

Ongoing

Resources

Concord HS PE uniform, hat and appropriate running shoes will be required for all practical lessons. Laptops will be required for theory lessons only.


SUBJECT: SCIENCE

Course Outline: The stage 4 and 5 Science syllabus is broken into four distinct fields of study: Biology, Chemistry, Earth and Space science and Physics. Students will be introduced to each of these fields over the junior years in the hope that they will go onto to choose one or more of them at the HSC level Topics studied in year 7 include: Nature of Matter, Cells, Earth, Sun and the Moon, Mixtures, Earth's resources, Classification and Forces. Specifically, students will be provided with a learning experience in which they: • acquire scientific knowledge and skills and develop understanding about phenomena within and beyond their

experience

• develop an appreciation of science as a human activity and apply their understanding to their everyday life

Course Outcomes:

Knowledge and Understanding

SC4-10PW describes the action of unbalanced forces in everyday situations

SC4-12ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system

SC4-14LW relates the structure and function of living things to their classification, survival and reproduction

SC4-16CW describes the observed properties and behaviour of matter, using scientific models and theories about the motion and arrangement of particles

Application of Science SC4-11PW discusses how scientific understanding and technological developments have contributed to finding

solutions to problems involving energy transfers and transformations

SC4-13ES explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management

SC4-15LW explains how new biological evidence changes people's understanding of the world

SC4-17CW explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their uses in everyday life

SC4-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them

SC4-2VA shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures

SC4-3VA demonstrates confidence in making reasoned, evidence-based decision about the current and future use and influence of science and technology, including ethical considerations

Skills- Working Scientifically SC4-4WS identifies questions and problems that can be tested or researched and makes predictions based on

scientific knowledge

SC4-5WS collaboratively and individually produces a plan to investigate questions and problems

SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually

SC4-7WS processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions

SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems


Skills- Communication SC4-9WS discusses how scientific understanding and technological developments have contributed to finding

presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations

Year 7 Assessment Grid:

Assessment Tasks Outcomes Weighting Due Date

Research and Oral task

Nature of Matter

SC4-11PW

SC4-13ES

SC4-15LW

SC4-17CW

SC4-9WS

25 Term 1 wk 6


Nature of Matter, Cells, Earth, Sun and the

Moon

SC4-12ES (ES2)

SC4-13ES (ES2)

SC4-14LW (LW2)

SC4-15LW (LW2)

SC4-16CW (CW1)

SC4-17CW (CW1)

SC4-4WS

SC4-5WS

SC4-6WS

SC4-7WS

SC4-8WS

25 Term 2 wk 7

Skills-Experimental design

Mixtures, Earth's resources

SC4-4WS

SC4-5WS

SC4-6WS

SC4-7WS

SC4-8WS

SC4-9WS

25 Term 3 wk 5

Yearly examination

Nature of Matter, Cells, Earth, Sun and the

Moon, Mixtures, Earth's resources,

Classification, Forces

SC4-10PW (PW1, 2)

SC4-11PW

SC4-12ES (ES2)

SC4-13ES (ES3, 4)

SC4-14LW (LW1, 2)

SC4-15LW

SC4-16CW (CW1)

SC4-17CW (CW3)

SC4-4WS

SC4-5WS

SC4-6WS

SC4-7WS

SC4-8WS

25 Term 4 wk 3


SUBJECT: TECHNOLOGY MANDATORY

Course Outline

Technology (Mandatory) develops in students an understanding of design and design processes and the technologies that can be employed to produce creative and innovative solutions to identified needs. It enables students to select and use materials, tools and techniques in a responsible and safe manner.

All students will learn about the processes of designing through the development of design projects in the areas of:

Built Environments Products Information and Communications.

They will learn about the properties, characteristics and applications of a range of materials and resources, and the tools and equipment that are used to manipulate these materials and resources. Students will gain an understanding of the factors that influence design including function and aesthetics. They will study the work of designers and the impact of technological advancement on society and the environment.

Students will learn to identify and respond to needs through the development and production of quality design projects. They will learn to access and safely use a range of materials, tools and techniques to aid in the development of design projects and to critically evaluate their own work and the work of others.

Students will learn to undertake research and experiments to inform the development of design projects and to evaluate, analyse and apply the results of these activities to individual projects.

Course Outcomes

A student: 4.1.1 applies design processes that respond to needs and opportunities in each design project

4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications

4.1.3 identifies the roles of designers and their contribution to the improvement of the quality of life

4.2.1 generates and communicates creative design ideas and solutions

4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources

4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects

4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project

4.4.1 explains the impact of innovation and emerging technologies on society and the environment

4.5.1 applies management processes to successfully complete design projects

4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project

4.6.1 applies appropriate evaluation techniques throughout each design project

4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects


Assessment Grid


1. Common Assessment tasks

2. Design Project & Folio

4.1.1, 4.1.2, 4.1.3, 4.2.1, 4.2.2, 4.3.1, 4.3.2, 4.4.1, 4.5.1, 4.5.2, 4.6.1, 4.6.2

20%

30%


Term 2 Week 8

3. Common Assessment tasks

4. Design Project & Folio

20%

30%


Term 4 Week 6

Students will rotate around different Technology context areas each semester and will be required to submit a design project. Practical work will be ongoing throughout the year along with folio documentation.

Resources

Students are required to have an A4 display folder and a USB for computer work. During practical work students are required to wear closed in leather school shoes to meet WHS requirements. In specialist rooms such as woodwork, metalwork and the kitchens, students will be expected to wear an apron. These aprons will be provided by the Technological & Applied Studies faculty. Students are required to pay annual fees for Technology Mandatory.

stage 4 homework & assessment policy course … · 2018 year 7 assessment booklet 4 year 7...

Documents